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AAA Role and Function

Adventist Accrediting Association (AAA)

Adventist Accrediting Association

Articles of Incorporation Adventist Accrediting Association is

organized and shall be operated exclusively as a not-for-profit, non-stock, charitable, educational, scientific and religious organization within the meaning of Section 50 I ( c )(3) of the Internal Revenue Code of 1986 and the regulations thereunder, as they now exist or may hereafter be amended (collectively the "Internal Revenue Code"), for the following purposes:

Adventist Accrediting Association Articles of Incorporation

To serve as the denominational accrediting authority for all tertiary and graduate educational programs and institutions operated in the name of the Seventh-day Adventist Church; to review and endorse the accreditation of secondary schools; and to evaluate the quality of the denominational institutions' programs and their implementation of the Seventh-day Adventist philosophy of education in order to foster the unity and mission of the Church. Adventist Accrediting Association is an integral part of the Seventh-day Adventist Church.

Accreditation in the United States The United States has no Federal Ministry of

Education or other centralized authority exercising single national control over postsecondary educational institutions . The States assume varying degrees of control over education, but, in general, institutions of higher education are permitted to operate with considerable independence and autonomy. As a consequence, American educational institutions can vary widely in the character and quality of their programs.

Accreditation in the United States In order to ensure a basic level of quality, the

practice of accreditation arose in the United States as a means of conducting non-governmental, peer evaluation of educational institutions and programs. Private educational associations of regional or national scope have adopted criteria reflecting the qualities of a sound educational program and have developed procedures for evaluating institutions or programs to determine whether or not they are operating at basic levels of quality.

Council for Higher Education Accreditation

Non-governmental Coordinating Agency

For more than 50 years, there has been some type of nongovernmental coordinating agency for accreditation. This body, whatever its form, has existed primarily for the purpose of coordinating and improving the practice of accreditation. For example, the Council on Postsecondary Accreditation (COPA), which was established in 1974 (created through the merger of the National Commission on Accreditation, founded in 1949 as the first national organization to develop criteria and recognize accrediting agencies; and the Federation of Regional Accrediting Commission of Higher Education) and existed until December 1993, served as a nongovernmental organization whose purpose was to foster and facilitate the role of accrediting agencies in promoting and ensuring the quality and diversity of American postsecondary education.


Non-governmental Coordinating Agency

After COPA voted to dissolve in December 1993, a new entity, the Commission on Recognition of Postsecondary Accreditation (CORPA) was established in January 1994 to continue the recognition of accrediting agencies previously carried out by COPA until such time as a new national organization for accreditation could be established. CORPA was dissolved in April 1997 after the Council on Higher Education Accreditation (CHEA) was created. CHEA is currently the entity that carries out a recognition function in the private, nongovernmental sector. Information about CHEA may be found on the agency's website, www.chea.org.

Accreditation Defined

The root of accreditation is from the Latin, accredere, “to give credence to.” Through the process of accreditation, credence is given to a school’s claim that it is achieving its mission. It signifies that the school has met minimum criteria of quality.

Accreditation in the United StatesTypes of Accreditation

There are two basic types of educational accreditation, one referred to as "institutional" and the other referred to as "specialized" or "programmatic."

Institutional accreditation normally applies to an entire institution, indicating that each of an institution's parts is contributing to the achievement of the institution's objectives, although not necessarily all at the same level of quality. The various commissions of the regional accrediting agencies, for example, perform institutional accreditation, as do many national accrediting agencies.

Focus of AAA & IBE/IBMTE

Adventist Accrediting Association

InternationalBoard of

Education

InstitutionalAccreditation

New ProgramsApproval

Each educational institution operated in the name of the Seventh-day Adventist Church assumes a dual responsibility:

Philosophy of Seventh-day Adventist Accreditation

To offer an excellenteducation

To support the mission

of the church


QualityEducation


The Adventist Accrediting Association holds to the principle that denominational accreditation is not dependent upon regional, state or national recognition requirements. International experience, however, has shown that many of the academic, professional, and ethical criteria established by the Adventist Accrediting Association coincide with those required by other professional and governmental accrediting bodies.

AAA accreditation supports: The right of each institution to pursue its

educational mission, under the guidance of a governing board elected by its constituency and reflecting the identity of the Adventist Church

The right of the faculty to teach, carry out and publish research, within the framework of the philosophy and mission of the institution

The right of students to learn and to develop their God-given talents, under the guidance of competent and committed faculty

AAA Supports the Rights of Institutions, Faculty, Students

To the members of the institutional constituency (students, parents/guardians, alumni, church leaders and members, local and regional community), who want assurance regarding the quality of the programs and degrees offered as well as the institutional congruence with the message and mission of the Seventh-day Adventist Church .

To the other Seventh-day Adventist colleges and universities worldwide which expect assurance of credit and degree reciprocity with the educational institution being visited.

To the Seventh-day Adventist Church at large whose leaders and members desire assurance of the overall quality and mission effectiveness of an institution that is part of its global educational network.

AAA Accreditation Responsibilities

To assess that the various aspects of the institution and its programs align with Adventist identity and mission.

To verify that the institution possesses the resources, processes, and services sufficient to accomplish its goals.

To determine if the degree programs offered are comparable in content and quality to those of similar institutions.

To provide guidance on ways in which the institution may strengthen its operation and better achieve its mission.

AAA Accreditation Objectives

Like other accrediting bodies, the Adventist Accrediting Association (AAA) evaluates conformity to threshold standards of academic quality.

But because Adventist education is based on a broad definition of wholistic education in the context of a redemptive goal, the AAA also evaluates evidence that the school is achieving success in the spiritual domain and that it is truly “Adventist.”

AAA Role: Assuring Truly Adventist Education Happens

The major function of the AAA is to visit and consider accreditation or re-accreditation of all Seventh-day Adventist higher education institutions.

A variety of indicators are examined to affirm that the overall educational experience furthers the development of the whole person and promotes a biblical worldview.

AAA Role: Assuring Truly Adventist Education Happens

Regular

InterimAdministrati

veFocused

Types of AAA Visits

• Most institutions are accredited under the terms of Form A, which combines a strong focus on issues of institutional quality in general, with the specific mission focus expected of Seventh-day Adventist institutions.

Form A

Regular Visit

• A clear sense of mission and identity, encapsulated in statements of mission, philosophy, objectives and ethics, and evidenced in the total life of the institution.

[ 1 ]History,

Philosophy, Mission and Objectives

• A strong and vibrant spiritual life program, encapsulated in a spiritual master plan, that widely involves and impacts on both the institution and communities beyond.

[ 2 ]Spiritual Develop-

ment, Service and Witnessing

Form A: Institution of Excellence Standards

• Governance structure and administrative leadership that provide strong mission-driven direction to the institution, ensure that the institution’s educational objectives can be met, and nurture a campus environment characterized by good communication, inclusive decision-making and strong quality management processes.

[ 3 ]Governance, Organization

and Adminis-tration

• Financial operation that has a strong financial base (including support from the church), is managed efficiently, and selects budget priorities to support institutional mission.

[ 4 ]Finances, Financial Structure,

and Industries


• A curriculum that, evidenced by appropriate outcomes, is (a) of an equivalent standard to other tertiary institutions both in the country and within the Seventh-day Adventist college/university sector, and (b) meets the mission and objectives of the institution and church, particularly in the preparation of students for service in the church.

[ 5 ]Programs of Study

• A faculty and staff are personally supportive of the institutional mission, effective in their transmission of both their discipline and values in the classroom, and administrative processes to ensure adequate faculty and staff development and evaluation procedures include mission-focused elements.

[ 6 ]Faculty

and Staff


• Library and computer services that provide adequate resources to support the academic program, and policies to ensure ethical and mission concerns are involved in the resourcing choices that are made.

[ 7 ]Library and Resource Centers

• Academic policy and records procedures that are efficient, secure and reflect best practice in tertiary institutions.

[ 8 ]Academic

Policies and Records


• Student services that provide strong support for the personal and spiritual needs of students, and model and nurture Seventh-day Adventist lifestyle in a constructive manner in all areas of student life.

[ 9 ]Student Services

• A physical plant, including laboratories, that provides adequate, well-maintained facilities for the development of a quality education program, and plans for development that are supportive of the total institution strategic plan.

[ 10 ]Physical

Plant and Facilities


• A public relations program that provides an opportunity for dialogue with external constituencies that results in useful and accurate feedback to the institutions and that positions the college/university and its mission positively in the minds of the various constituent groups.

[ 11 ]Public

Relations & External Consti-

tuencies

• Pastoral and theological education with a curriculum that, evidenced by appropriate outcomes, is (a) of an equivalent standard to other tertiary institutions offering pastoral and theological education in the country and within the Seventh-day college/university sector, and (b) meets the mission and objectives of the institution and church, particularly in the preparation of students for service in the church.

[12] Pastoral and Theological Education


• Where institutions undergo rigorous and external accreditation by regional or government accreditation agencies and have a track record of managing a quality and mission-focused institution, Form B may be authorized.

Form B

Regular Visit

• The institution has a clear sense of Seventh-day Adventist mission and identity, encapsulated in statements of philosophy, worldview, vision, mission, objectives, core values, and/or ethics, and evidenced in the life of the institution.

[ 1 ]Mission and

Identity

• The institution has a coherent and vibrant spiritual life program, encapsulated in a spiritual master plan that widely involves and impacts the institution and its communities.

[ 2 ]Spiritual Develop-

ment, Service and Witnessing

Form B: Institution of Excellence Standards

• The institution has a coherent governance structure, organization, and administrative leadership that provide strong mission-driven direction to the institution.

[ 3 ]Governance, Organization

and Adminis-tration

• The institution provides a curriculum congruent with the mission of the institution and of the Church.

[ 4 ]Programs of

Study


• Faculty and staff are supportive of the mission of the institution and of the Church, and are effective in the transmission of Seventh-day Adventist beliefs and biblical values.

[ 5 ]Faculty and

Staff

• The elements of the educational setting, including finance, facilities, library, and student services, among others, support institutional mission and Adventist identity.

[ 6 ]Educational

Context


• The pastoral and theological education program results in graduates who have the practical skills, the theoretical/theological understanding, and the commitment to the message and mission of the church that are necessary for employment as a pastor, religion teacher, and/or for graduate pastoral/theological education.

[ 7 ]Pastoral and Theological Education


The accreditation process is cyclical and seeks to foster continuous quality improvement. Several months before a campus accreditation visit by AAA representatives, the institution writes a “Self-Study” report, in which it reflects on its own performance. The report also provides evidence that it has responded to recommendations from the last visit, provides survey data regarding its performance, and shows how it meets or exceeds standards and criteria.

AAA Accreditation Process

The carefully selected AAA peer reviewers visit the campus to corroborate the report and examine the institution’s capacity and educational effectiveness in:

Reaching its own stated goals

Meeting the ideals of the standards identified by AAA

AAA Accreditation Process

The institution carries out a process of ongoing self-evaluation

Periodically the evaluative pro-cess culminates in a Self-Study and an institu-tional visit by an external peer evaluation team

The successful fulfillment of the accreditation requirements results in initial or extended accreditation

Summary of the Process

1. Demonstrates accountability to mission. Accreditation indicates that an institution is true to Seventh-day Adventist focus, philosophy and mission.

Benefits of AAA Accreditation

2. Engenders confidence.Accreditation status of an institution assures the constituency, students, donors and employers that the institution meets threshold standards of quality for its curriculum, faculty, spiritual life, and student life.


3. Promotes financial viability.Accreditation attracts prospective student, faculty and staff. It demonstrates worthiness of an educational institution to receive denominational subsidies. The actual granting of subsidies is at the discretion of the institution’s sponsoring organization.


4. Eases transfer of credits of study from one institution to another accredited by AAA. Although accreditation is but one among several factors taken into account by receiving institutions, it is viewed carefully and is considered an important indicator of quality.


5. Affirms that an educational institution indeed functions as a denominational entity.As such, it is also eligible for inclusion in the “Seventh-day Adventist Yearbook” listing of denominational organizations.


6. Indicates that a school is in compliance with General Conference Working Policy. As such, it is also eligible to use denominational trademarks.


7. Provides access to faculty development opportunities.Teachers are eligible to receive denominational scholarships or bursaries f they qualify, subject to availability.


8. Fosters health and safety.Inspection of physical facilities and services are reviewed as part of accreditation to promote well-being and reduce risk. Accreditation is a consideration in terms of coverage under global risk management programs arranged by/through Adventist Risk Management.



(CHEA ) Mission

“The Council for Higher Education Accreditation will serve students and their families, colleges and universities, sponsoring bodies, governments, and employers by promoting academic quality through formal recognition of higher education accreditation bodies and will coordinate and work to advance self-regulation through accreditation.”


(CHEA) Recognition Standards

To be recognized, the accrediting organization provides evidence that it has:

1. a clear description of academic quality in the context of institutional or program mission;

2. standards or policies that the institutions or programs will have processes to determine whether quality standards are being met;

3. standards or policies that include expectations of institutional or program quality, including student achievement, consistent with mission;


CHEA Recognition Standards 4. standards or policies that focus on educational

quality while respecting the institution’s responsibility to set priorities and to control how the institution or program is structured and operates, and that incorporate an awareness of how programs function within the broader purposes; and

5. standards or policies designed to foster desired or needed student achievement and that refer to resources only to the extent required for students to emerge from institutions or programs appropriately prepared, or to address health and safety in the delivery of programs.

AAA Seeking Council for Higher Education Accreditation (CHEA)

Recognition

AAA Minutes -March 30, 2010 CHEA lO:04 and EQAR AAARecognition IO:055.

Voted: To pursue further application for both EQAR (European Quality Assurance Register

for Higher Education) and CHEA (Council for Higher Education Accreditation) with notice to Church leadership on conflict of interest policy

AAA Accreditation Aim: Uphold the Mission of the Church in the Context of High

Academic Quality

1. Institutional mission statements that harmonize with the overall mission of the Church.

2. Administration, faculty, and staff who support the beliefs, behaviors, and values of the Church.

3. Policies and procedures of the institution that uphold the mission of the Church and institution.

AAA Accreditation Aim: Uphold the Mission of the Church in the Context of High

Academic Quality 4. Academic and student life programs that are

consistent with the mission of the church and institution.

5. Board, faculty, and students who embrace the role and function of AAA accreditation.

6. An education system that offers a comprehensive, wholistic Seventh-day Adventist education which also contributes toward national goals and aspirations of the country in which it functions.

7. A unique Seventh-day Adventist identity and purpose that is evidenced through quality assurance mechanisms.

AAA Accreditation: Uphold the Mission of the Church in the Context of High

Academic Quality

It is essential that all Adventist institutions operate within the mission of the Seventh-day Adventist church, clearly reflecting Adventist identity and ethos. Accreditation and governmental approval can also be important to the ongoing health and credibility of educational institutions and their financial viability. Insomuch as the reason an Adventist institution exists is to fulfill the gospel commission by building Adventist intellectual capacity for the Church and society, AAA accreditation seeks to ensure that each institution continues to uphold the mission of the Church in the context of high quality academic programs.

Sources AAA Handbook 2013 AAA Articles of Incorporation Council for Higher Education Accreditation (CHEA)

Documents GC Working Policy Miscellaneous Documents on AAA Website Overview of Accreditation - Adapted from the USDE The Purpose and Function of the Adventist Accrediting

Association (Lisa Beardsley, JAE, April/May 2008).

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